The Commonwealth of Massachusetts
Department of Education
350 Main Street, Malden, Massachusetts 02148-5023Telephone: (781) 338-3000
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Preservice Performance Assessment for Practicum or Practicum Equivalent
Professional Standards for Teachers: See 603 CMR 7.08.
Part I –To be completed by the applicant.Practicum:______Practicum Equivalent: ______
1. Legal Name: (print)______2. SSN: ______
3. Address: ______
4. Sponsoring Organization: ______Program & Level: ______
5. Practicum/Equivalent Course Number: ______Credit Hours: ______
Course Title: ______
6. Practicum/Equivalent Site: ______7: Grade Levels of Students: ______
8. Total number of practicum hours: ______Number of hours assumed full responsibility in the role: ______
9. Other Massachusetts licenses held if any: ______
10. Have any components of the approved program been waived (see Regulations 7.03(1)(b)): Yes ______No______
Part II – To be completed by the Program Supervisor
Name: (print)______Position/Title______
The Applicant completed a practicum/equivalent designed by the Sponsoring organization as partial preparation for the following license:
Applicant’s License Field: ______Grade Level: ______
Part III – To be completed by the Supervising Practitioner
Name: (print)______Position: ______
School System: ______License: Initial (# yrs. experience): ______or Professional: _____
Massachusetts License #: ______Field(s): ______
Part IV – Initial 1, 2, and 3.
1. Initial meeting held at which the Professional Standards and the procedures for evaluation were explained to the Applicant.
Date: ______Applicant: ______Program Supervisor: ______Supervising Practitioner: ______
2. Meeting held midway through the practicum at which the Applicant’s progress toward the Professional Standards was discussed.
Date: ______Applicant: ______Program Supervisor: ______Supervising Practitioner: ______
3. Final meeting held to complete evaluation and to allow Applicant an opportunity to raise questions and make comments.
Date: ______Applicant: ______Program Supervisor: ______Supervising Practitioner: ______
Part V
Candidate has successfully completed the Preservice Performance Assessment (Sections: 7.03(2)(a)(4) & 7.04(2)(b)(4)(b)) Yes: _____No: _____
Program Supervisor (sign): ______Date: ______
Supervising Practitioner (sign): ______Date: ______
Mediator (if necessary: see 7.04(4))(sign): ______Date: ______
1 of 6
Preservice Performance Assessment for Practicum or Practicum Equivalent
Professional Standards for Teachers: See 603 CMR 7.08
Please use this assessment in conjunction with the Preservice Performance Assessment Guidelines: the rating scale is described on page 4; evaluation questions relating to the standards are pages 5 - 12, and license-specific questions per standard B2c are pages 13-44.
Standard A - Plans Curriculum and InstructionIndicators / Evidence
1. Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students’ level of content knowledge.
(Specify Curriculum Framework title, learning standards, and concept and skills used [attach list if necessary]).
2. Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught.
3. Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.
4. Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities and design lessons that strengthen student reading and writing skills.
5. Plans lessons with clear objectives and relevant measurable outcomes.
6. Draws on resources from colleagues, families, and the community to enhance learning.
7. Incorporates appropriate technology and media in lesson planning.
8. Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms. / 1. Alex plans ahead to ensure that the appropriate content standards are addressed in her lessons. She puts a great deal of thought into the rationale behind her sequencing and the lessons she uses/creates. Alex has incorporated management techniques into her planning. She will continue to try techniques more than once until she finds more and more that work for her specific needs.
2. Alex uses informal starter problems and observations during group work to determine how well students are understanding information and where to go next. She also uses silent checks, quizzes, and tests (some of which involve explaining) to get a clear read of individual progress. She is sensitive to ELL and IEP students (as well as every student), and while she has high expectations for all, she adjusts individual progress goals accordingly. She thinks ahead content-wise and adapts to her students’ needs.
3. Alex uses word problems and writing assignments to help her students become comfortable with interpreting what they read and explaining what they know. She is aware that she has students in her classroom who struggle with the English language. She provides support by working with them to decode reading assignments and discussing how best to express their thoughts in writing.
4. Problems often included extra information (a context). Alex includes this deliberately in many lessons, since she knows and believes that students need to be able to pick important information out of what is given; real life math problems are not always straightforward. Sorting out usable and “extra” information is an important skill for these kids to develop, and Alex takes this into account when planning. Students often explain their work and write letters about what they’ve done to incorporate writing into the curriculum. In the past – as would happen with ANY first year teacher, prerequisites were sometimes overlooked (scale and group structure for blueprint activity), but Alex always reflected and adjusted accordingly. This happens less now.
5. Alex knows what she wants to accomplish in her lessons and her outcomes are specific and measureable. She uses them informatively and adapts if necessary.
6. Alex incorporates her students into word problems to pique interest and provide a familiar context. She meets with colleagues during her coursework to discuss and share lesson ideas (including getting feedback and adjusting lessons before they are taught). She makes use of NCTM articles and lessons in her planning, as well. Alex could ask for specific suggestions from colleagues even more often, because I know she is very open to receiving it (and wants it, as well).
7. Alex makes use of mathematical tools (i.e. manipulatives, rulers, calculators) when appropriate. More technology and other types of mathematical tools have been incorporated into lessons to enhance dynamic demonstrations with GSP, share student work via the document reader, project pictures/video relevant to the lesson as an introduction/context, etc.
8. Alex is aware of the IEP students in her classroom, and she makes the necessary adjustments (including planning lessons, such as station activities that benefit everyone in this aspect). Alex spends a great deal of time identifying appropriate tiers for her assignments so all students will be challenged appropriately and individually. As supports, she incorporates manipulatives, multiplication charts, notes, extra time, and scaffolding (which makes sense for everyone, as well).
Rating:
3 / Explanation of Rating for Standard A - Plans Curriculum and Instruction
Alex plans ahead to ensure that the appropriate content standards are addressed in her lessons. She puts a great deal of thought into the rationale behind her sequencing and the lessons she uses/creates. Alex spends a great deal of time identifying appropriate tiers for her assignments so all students will be challenged appropriately and individually. As supports, she incorporates manipulatives, multiplication charts, notes, extra time, and scaffolding (which makes sense for everyone, as well). Alex has incorporated management techniques into her planning. She will continue to try techniques more than once until she finds more and more that work for her specific needs. She thinks ahead content-wise and adapts to her students’ needs. Alex uses word problems and writing assignments to help her students become comfortable with interpreting what they read and explaining what they know.
Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.
Candidate’s Name: ______License: ______
Program Supervisor (initial): ______Date: ______
Supervising Practitioner (initial): ______Date: ______
Standard B – Delivers Effective Instruction
Indicators / Evidence1. Communicates high standards and expectations when beginning the lesson.
a)Makes learning objectives clear to students.
b)Communicates clearly in writing and speaking.
c)Uses engaging ways to begin a new unit of study or lesson.
d)Builds on students’ prior knowledge and experience.
2. Communicates high standards and expectations when
carrying out the lesson.
a)Uses a balanced approach to teaching skills and concepts of elementary reading and writing.
b)Employs a variety of content-based and content-oriented teaching techniques from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others).
c)Demonstrates an adequate knowledge of and approach to the academic content of lessons. (See license-specific questions in Guidelines, pp. 13-44)
d)Employs a variety of reading and writing strategies for addressing learning objectives.
e)Uses questioning to stimulate thinking and encourages all students to respond.
f)Uses instructional technology appropriately.
g)Employs appropriate sheltered English or subject matter strategies for English learners.
3. Communicates high standards and expectations when extending and completing the lesson.
a)Assigns homework or practice that furthers student learning and checks it.
b)Provides regular and frequent feedback to students on their progress.
c)Provides many and varied opportunities for students to achieve competence.
4. Communicates high standards and expectations when evaluating student learning.
a)Accurately measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction.
b)Translates evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel. / 1. Alex explains to her class what they’ll be doing before beginning. She incorporates them into word problems to provide a clear, familiar context. Speaking pace and tone has gotten better, and she uses this fact to help her students with their tones, as well. Alex introduces each lesson enthusiastically. She includes her own interests in the problems to open herself up to her students to show that she has a sense of humor about herself, which kids readily enjoy. Alex has an idea of what to expect from her students regarding prior knowledge, and when the reality is not what she expected, she adjusts lessons accordingly. Accountability is specific at all times and is clearly communicated to students.
2. Alex balances math skills and writing (through explanation), reading (through the use of word problems), and discussion (through collaborative group work). More reading and interpreting could be encouraged through the use of written project guidelines (which would also help students understand their roles and responsibilities). Alex’s lessons are meant to bounce between teacher-class instruction, student-class instruction, and collaborative group work. She is very well versed in mathematics, and she continues to improve upon the way in which these concepts are presented to her students. Alex uses both formal and informal writing to guide students through the learning process. Reading strategies have been further developed by writing out project guidelines and helping students practice following them (including hiding extra credit in those directions). Alex asks questions of her students to make them think, and she is better at providing wait time in order to hear different voices. When Alex has her own classroom, she will be sure to establish early on an environment of mutual respect without exception. She has many more tools for this (and for being consistent with this) now. Alex is aware of ELL students in her classroom, and she holds them to high standards, while making the necessary accommodations.
3. Homework is assigned, checked in a variety of ways (even by students themselves at times for the ultimate immediate feedback), and used to inform future instruction. Practice is assigned when appropriate. Alex provides written and verbal feedback to her students, both immediate and in response to homework. Having students organize their work in a binder is key to ensure that feedback is readily accessible and not rendered obsolete. Students write, work together, work separately, and work on station activities to allow everyone to succeed appropriately.
4. Discussion observation, silent checks, homework, quizzes, tests, and starter problems are all assessed with the goal of informing and adjusting future lessons in mind. Students self correct, as well, with tiered assignments. Alex calculates and submits her grades at the appropriate time and keeps Engrade updated for all students, constantly directing them to check for missing assignments. Phone calls home and team/parent meetings (for both positive and negative updates) help with the consistency of this communication.
Rating:
2 / Explanation of Rating for Standard B – Delivers Effective Instruction
Alex balances math skills and writing (through explanation), reading (through the use of word problems), and discussion (through collaborative group work). Alex asks questions of her students to make them think. Her students have made individual progress along their own personal continuums. Alex has made strides to improve beginning and end of lesson routines. When Alex has her own classroom, she will be sure to establish early on an environment of mutual respect without exception. She has many more tools for this (and for being consistent with this) now.
Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.
Candidate’s Name: ______License: ______
Program Supervisor (initial): ______Date: ______
Supervising Practitioner (initial): ______Date: ______
Standard C – Manages Classroom Climate and Operation
Indicators / Evidence1. Creates an environment that is conducive to learning.
2. Creates a physical environment appropriate to a range of learning activities.
3. Maintains appropriate standards of behavior, mutual respect, and safety.
4. Manages classroom routines and procedures without loss of significant instructional time. / 1. Students are asked to offer their methods and responses, rather than a teacher lecture situation every single day. It is important to ensure that all students are giving their attention and respect to the person speaking so they don’t miss the important ideas being shared. Consistency is key; students need to be asked what appropriate discussions/class work/group work/homework/etc. should look like and reflect upon what it does look like and how it can be adjusted. Has Alex observed how Kate handles the same (and different) kids, management-wise?
2. Students are broken into small heterogeneous groups and are encouraged to sit to the sides of the tables as well as at the back so discussion is more natural.
3. Alex knows how she expects her students to act; consistency in communicating and holding students to these standards has improved and will continue to improve, especially when Alex has her own classroom. Alex has a multitude of strategies to try, and she knows that it is important to try them over and over again before ruling out the effectiveness of any particular strategy. Time will be taken to ask students what appropriate behavior looks like in various situations so they become more and more used to exhibiting this behavior. Students are recognized for the right behavior (including manners) and feel a sense of accomplishment as they serve as positive role models to their peers (without any negative feeling in the classroom, unless it becomes necessary in extenuating circumstances).
4. Starter problems are written at the front of the board before class begins. The same is done for new groupings. Students are met at the door and invited to enter only when they are settled down. A dismissal routine of a French phrase of the day requires all students to be calm and focused on Alex before putting up their chairs and exiting the classroom. Timing of transitions to ensure that no time is wasted (perhaps with a stopwatch), and routines for getting right down to work (perhaps group roles and clear, enforceable time limits) will be useful in the future.
Rating:
2 / Explanation of Rating for Standard C – Manages Classroom Climate and Operation
Alex values all student input, which is an important piece of a learning-conducive environment. Consistency is key; students need to be asked what appropriate discussions/class work/group work/homework/behavior/etc. should look like and reflect upon what it does look like and how it can be adjusted. Alex has made strides to improve end of lesson routines. Alex knows how she expects her students to act; consistency in communicating and holding students to these standards has improved and will continue to improve, especially when Alex has her own classroom.
Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.
Candidate’s Name: ______License: ______
Program Supervisor (initial): ______Date: ______
Supervising Practitioner (initial): ______Date: ______
Standard D – Promotes Equity
Indicators / Evidence1. Encourages all students to believe that effort is a key to achievement.
2. Works to promote achievement by all students without exception.
3. Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary.
4. Helps all students to understand American civic culture, its underlying ideals, founding political principles and political institutions, and to see themselves as members of a local, state, national, and international civic community. / 1. Alex believes that effort is a key to achievement. She discusses with her students that “a good student” isn’t just about grades; it’s about effort and perseverance (perhaps more so than grades). Consistent rewarding of effort (and students being able to see the results in grades even before official grades are due) helps this happen.
2. Alex is dedicated to her students, and she works tirelessly to help them succeed. She knows every one of them is capable of learning and making individual progress. She knows that it takes a lot of planning, feedback, and re-planning. A big part of this is maintaining a controlled classroom that is conducive to this learning. She works to scaffold learning, tier assignments, and develop problem solving skills.
3. Alex is becoming more comfortable making judgments based upon student situations. She does so because she understands that adjustments are sometimes necessary to allow every student to succeed and make progress.
4. As students become polite, respectful individuals who take pride in their work and see the value of their dedicated efforts, Alex is creating empowered members of a community. This is one of the most (if not the most) important goal for any student. She models manners by acting out situations and even using herself as an example, which is powerful.
Rating:
2 / Explanation of Rating for Standard D – Promotes Equity
Alex is dedicated to her students, and she works tirelessly to help them succeed. She knows every one of them is capable of learning and making individual progress. In addition to planning, a big part of this is maintaining a controlled classroom that is conducive to this learning, to which she dedicates a great deal of effort. Alex believes that effort is a key to achievement. She discusses with her students that “a good student” isn’t just about grades; it’s about effort and perseverance (perhaps more so than grades).
Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.